A paper can earn a “C” if it
Begins with a basic introduction containing some kind of hook, plan, and statement of the main idea.
Has a central idea that is apparent but a thesis statement in need of further focus, development, and/or clarification.
Contains developed paragraphs that use some specific, documented evidence from the text, and, when required, from critical sources, to support and illustrate general claims.
Follows a logical organizational plan.
Focuses its paragraphs on the thesis with basic topic sentences.
Uses some transitional expressions, phrases, and sentences.
Ends with a basic conclusion that summarizes the essay’s main points.
Fulfills the assignment and meets the required length.
Demonstrates an adequate awareness of audience by using a college-level style and vocabulary and a variety of sentence constructions and lengths and by providing a neat presentation on the page.
Accurately summarizes, paraphrases, interprets, and/or quotes source material but does little else with the material.
Contains no more than five major usage errors (major usage errors include sentence fragments, run-ons, comma splices, and errors in subject/verb agreement).
Uses correct documentation (MLA, APA, or Chicago according to the assignment requirements) with no more than five citation errors (citation errors include punctuation errors and incorrect information within the parentheses; instances of plagiarism as defined below should not be counted as citation errors*).
Uses correct documentation works cited, references, or bibliography entries with no more than five major errors.
A paper can earn a “B” if it
Begins with an effective introduction containing an original hook, evident plan, and clear statement of the main idea.
States a clear, concise, specific thesis.
Contains developed paragraphs that use plenty of specific, documented evidence from the text, and, when required, from critical sources, to support and illustrate general claims.
Uses a logical organizational plan to its advantage.
Focuses its paragraphs with often specific, clear, and well-written topic sentences that tie each paragraph directly to the thesis.
Uses transitional words, phrases, and sentences throughout the essay.
Ends with an effective conclusion that combines a basic summary of the essay’s main points with a sense of overall relevance to the world at large.
Demonstrates a good understanding of the assignment and meets the required length.
Demonstrates an awareness of audience by using a precise vocabulary, a distinct style, and an appropriate tone and by providing a neat presentation on the page.
Depends on careful, meaningful analysis and interpretation of the source material rather than personal illustrations and demonstrates an ability to summarize, paraphrase, and quote directly; these are well integrated with the writer’s own ideas.
Contains no more than four major usage errors (major usage errors include sentence fragments, run-ons, comma splices, and errors in subject/verb agreement).
Uses correct documentation (MLA, APA, or Chicago according to the assignment requirements) with no more than four citation errors (citation errors include punctuation errors and incorrect information within the parentheses; instances of plagiarism as defined below should not be counted as citation errors*).
Uses correct documentation works cited, references, or bibliography entries with no more than four major errors.
A paper can earn an “A” if it
Begins with an excellent introduction containing an engaging hook, clear plan, and clear and insightful statement of the main idea.
States an insightful and significant clear, concise, specific thesis.
Contains developed paragraphs throughout that use plenty of specific, documented evidence from the text, and, when required, from critical sources, to support and illustrate general claims.
Uses an inventive and logical organizational plan to its advantage.
Focuses its paragraphs throughout with specific, clear, and well-written topic sentences that tie each paragraph directly to the thesis.
Uses transitional words, phrases, and sentences with variety and grace throughout the essay.
Ends with an effective conclusion that combines a thoughtful summary of the essay’s main points with an insight into a relevance to the world at large.
Expertly demonstrates ability to fulfill the assignment and meets the required length.
Demonstrates an awareness of audience by communicating in a clear, distinct manner with sophisticated syntax and diction, by using an appropriate tone, and by providing a neat presentation on the page.
Presents illuminating, insightful interpretation and analysis and demonstrates an excellent ability to summarize, paraphrase, and quote directly; these are well integrated with the writer’s own ideas.
Contains no more than three major usage errors (major usage errors include sentence fragments, run-ons, comma splices, and errors in subject/verb agreement).
Uses correct documentation (MLA, APA, or Chicago according to the assignment requirements) with no more than three citation errors (citation errors include punctuation errors and incorrect information within the parentheses; instances of plagiarism as defined below should not be counted as citation errors*).
Uses correct documentation works cited, references, or bibliography entries with no more than three major errors
A paper that exhibits any one or more of the following characteristics may receive a “D” or an “F”:
Demonstrates significant rhetorical errors, which include the omission or poor development of any one or more of the following: introduction paragraph, thesis statement, separate body paragraphs, or conclusion paragraph.
Uses generalizations rather than supporting evidence.
Presents underdeveloped, disorganized, and/or incoherent paragraphs.
Deviates frequently from thesis and purpose.
Lacks sufficient use of transitions.
Fails to address the assigned topic on a collegiate level.
Deviates significantly from standard-written English, employs sentences that are extremely simplistic in style and structure, or uses a limited vocabulary.
Falls short of the assigned length, or a length necessary to fulfill the assignment.
Is presented sloppily on the page.
Exploits the facts because of lack of understanding of source material, makes no attempt to incorporate literary sources, or lacks mastery of summary, paraphrase, and/or direct quotes or uses them awkwardly.
Contains six or more major usage errors (major usage errors include sentence fragments, run-ons, comma splices, and errors in subject/verb agreement) or contains excessive spelling errors.
Fails to cite material correctly by exhibiting six or more MLA documentation errors.
Fails to provide works cited entries or has six or more major errors.
*Please note:
Any paper that contains any form of plagiarism can earn a 0% for the assignment or the grade can be penalized. In cases of blatant academic dishonesty, a 0%. Examples of plagiarism include word-for-word copying from a source without the use of quotation marks, failure to acknowledge all quoted material, patchwork plagiarism, and paraphrase without documentation or with incomplete documentation. Students should review the information about plagiarism in the ASMSA Student Handbook, as it is the student’s responsibility to demonstrate good scholarship in his or her writing.